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UNIVERSITY     OF     ILLINOIS     BULLETIN 

Issued  Weekly  —\  3 

Vol.  XXIII  January  4,  1926  No.  IS  ^ 

[Entered  as  second-class  matter  December  11,  1912,  at  the  post  office  at  Urbana,  Illinois,  under  the 
Act  of  August  24,  1912.  Acceptance  for  mailine  at  the  special  rate  of  postage  provided  for  in 
section    1103,   Act  of  October  3,    1917,   authorized   July   31,    1918.] 


EDUCATIONAL  RESEARCH  CIRCULAR  NO.  42 


BUREAU  OF  EDUCATIONAL  RESEARCH 
COLLEGE  OF  EDUCATION 


HOW  TO  MAKE  A  COURSE  OF 
STUDY  IN  READING 


By 
M.  E.  Herriott 

Associate,  Bureau  of  Educational  Research 


i  '/  icoCi 
R  1  1  . 

WHO*™  °r  ll 


PUBLISHED  BY  THE  UNIVERSITY  OF  ILLINOIS 
URBANA 


2 

HOW  TO  MAKE  A  COURSE  OF  STUDY  IN  READING1 
INTRODUCTION 

Relation  of  this  circular  to  others  on  course-of-study  making.2 

This  is  the  third  of  a  series  of  circulars  on  course-of-study  making. 
The  first  deals  with  the  general  problem  of  organizing  for  course-of- 
study  making.  The  second  gives  detailed  directions  for  preparing  a 
course  of  study  in  arithmetic.  This  circular  presents  similar  directions 
for  preparing  a  course  of  study  in  reading. 

Both  reading  and  arithmetic  are  tool  subjects  which  are  taught 
throughout  the  elementary  school.  Consequently,  there  are  many  sim- 
ilarities in  the  general  make-up  of  courses  of  study  in  these  two  sub- 
jects. These  similarities  make  for  certain  likenesses  between  the  present 
circular  and  the  one  relating  to  arithmetic;  but  as  arithmetic  differs 
from  reading,  the  course  of  study  in  reading  differs  in  certain  significant 
respects  from  that  in  arithmetic.  These  differences  make  it  desirable  to 
have  a  separate  circular  dealing  with  the  peculiarities  of  the  reading 
course  of  study. 

Purpose  of  circular.  The  purpose  of  this  circular  is  to  describe  a 
technique  of  preparing  a  course  of  study  in  reading  and  to  give  sugges- 
tions as  to  its  content  and  organization.  No  attempt  is  made  to  present 
a  course  of  study  in  reading,  but  merely  to  tell  how  the  work  of  making 
such  a  course  of  study  may  be  carried  on  and  what  it  should  be  like 
when  completed.  A  number  of  the  better  courses  of  study  in  reading  are 
referred  to  as  examples  of  good  practices. 


"Consideration  of  details  of  form  is  not  included  in  this  circular.  For  such  matters 
consult: 

Monroe,  Walter  S.,  and  Johnston,  Nell  Bomar.  "Reporting  Educational  Re- 
search." University  of  Illinois  Bulletin,  Vol.  22,  No.  38,  Bureau  of  Educational  Re- 
search Bulletin  No.  25.  Urbana:    University  of  Illinois,  1925.    63  p. 

2The  two  circulars  previously  written  are: 

Monroe,  Walter  S.  "Making  a  course  of  study."  University  of  Illinois  Bulletin, 
Vol.  23,  No.  2,  Bureau  of  Educational  Research  Circular  No.  35.  Urbana-  Universitv 
of  Illinois,  1925.   35  p. 

Herriott,  M.  E.  "How  to  make  a  course  of  study  in  arithmetic."  University  of 
Illinois  Bulletin,  Vol.  23,  No.  6,  Bureau  of  Educational  Research  Circular  No  37 
Urbana:    University  of  Illinois,  1925.    50  p. 


[3] 


Plan  of  circular.  In  order  to  provide  a  general  view  of  the  content 
and  organization  of  a  course  of  study  in  reading,  the  outline  for  a  read- 
ing course  of  study  is  given  first.  The  different  divisions  of  this  outline 
are  then  considered  in  detail,  the  nature  of  the  content  for  each  dis- 
cussed, and  suggestions  made  as  to  the  procedure  to  be  followed  in 
preparing  each  division.  Throughout  the  circular,  numerous  references 
are  given  which  illustrate  the  points  under  consideration  and  provide 
samples  of  what  has  been  done.  A  selected  and  annotated  bibliog- 
raphy, which  contains  references  valuable  to  those  formulating  a  course 
of  study  in  reading,  is  given. 

Course-of-study  making  a  cooperative  enterprise.  The  making  of 
courses  of  study  is  generally  undertaken  as  a  cooperative  enterprise. 
When  several  or  all  of  the  courses  of  study  for  a  school  system  are 
being  formulated,  the  teachers  are  usually  organized  into  subject  com- 
mittees. A  somewhat  detailed  discussion  of  organizing  for  course-of- 
study  making  and  the  benefits  to  be  derived  from  such  work  is  given 
in  the  first  circular  of  this  group.3  Many  superintendents  state  that  this 
cooperative  plan  of  course-of-study  making  has  proved  to  be  the  most 
valuable  work  that  they  have  undertaken  for  the  improvement  of 
teachers  in  service. 

The  present  circular  gives  in  some  detail  directions  for  the  guidance 
of  the  subject  committee  on  reading,  although  it  should  be  equally  help- 
ful when  the  course  of  study  is  prepared  by  an  individual  rather  than    . 
by  a  committee. 

Function  of  the  course  of  study.  A  course  of  study  has  a  two-fold 
function;  first,  to  coordinate  the  work  of  the  teachers  of  a  school  system, 
and  second,  to  help  them  as  individual  teachers.  The  coordinating  func- 
tion is  aptly  discussed  in  the  following  quotation.  "When  a  teacher  is 
provided  with  a  carefully  prepared  course  of  study,  she  has  a  detailed 
statement  of  the  specific  tasks  assigned  to  her  and  the  directions  for 
the  performance  of  these  tasks.  Thus  she  is  able  to  undertake  her 
year's  work,  confident  that  if  she  complies  with  the  specifications,  she 
will  be  cooperating  with  the  other  teachers  in  a  consistent  and  unified 
effort  to  educate  the  children  of  the  community.  Without  a  course  of 
study  a  teacher  works  more  or  less  in  the  dark.  Although,  individually 
the  teachers  of  a  school  system  may  be  capable,  industrious,  and  con- 
scientious in  their  work,  they  will  not,  except  by  accident,  coordinate 


3Monroe,  Walter  S.    Op.  cit. 

[41 


their  efforts  in  the  best  way  unless  they  are  provided  with  a  good  course 
of  study."4 

The  teaching  tasks  in  reading  may  be  ever  so  well  apportioned  to 
the  various  school  grades,  and  thus  each  teacher  be  assured  of  her 
proper  niche  in  the  task  of  educating  the  children,  but  that  is  not 
enough.  There  must  be  a  fair  degree  of  certainty  that  each  teacher 
will  perform  her  tasks  adequately.  A  well-prepared  course  of  study  pro- 
vides a  teacher  with  many  suggestions  as  to  appropriate  and  effective 
procedures  to  be  used  in  accomplishing  her  apportionment  of  the  work. 
These  suggestions  are  made  in  proximity  to  the  enumeration  of  tasks 
to  be  performed,  which  gives  added  pertinence  to  both.  Without  a 
course  of  study,  reliance  must  be  placed  on  each  teacher  familiarizing 
herself  with  the  books  on  methods  of  teaching  and  with  the  numerous 
educational  magazine  articles  on  the  subject,  and  then  applying  whatever 
she  finds  to  be  usable.  There  is  not  a  high  degree  of  assurance  in  this 
procedure,  largely  because  such  material  is  not  available  to  many 
teachers. 

Types  of  material  in  course  of  study.  The  double  purpose  of  the 
course  of  study  largely  determines  its  content.  In  order  to  coordinate 
the  efforts  of  the  teachers  of  a  school  system  and  to  help  them  use 
appropriate  teaching  procedures,  the  following  two  general  types  of 
material  should  be  included:  (1)  specifications  of  the  detailed  objec- 
tives of  the  course  and  of  the  materials  of  instruction,  and  (2)  direc- 
tions consisting  chiefly  of  suggestions  as  to  learning  exercises  and 
methods  of  stimulating  and  directing  learning. 

Outline  of  a  reading  course  of  study.  The  following  outline  is 
suggested  as  a  working  basis  for  a  reading  course  of  study  covering 
the  work  of  six  grades. 

I.  Introduction 

1.  Purpose  of  course  of  study 

2.  Statement  of  general  objectives 

3.  Tabulation  of  specific  objectives 

4.  Tabulation  of  supplementary  reading  materials 

5.  Grade  time  allotments 

6.  General  aspects  of  reading  instruction 

A.  Relation  of  reading  to  other  school  activities 

B.  Phonics 

C.  Relation  of  silent  to  oral  reading 


'Monroe,  Walter  S.    Op.  cit.  p.  4. 

[5] 


II.  Course  of  study  by  grades 

1.  First  grade 

A.  Specifications 

a.  Specific  objectives 

b.  Textbook 

c.  Supplementary  reading  materials 

d.  Other  materials  and  devices 

B.  Directions  relative  to  teaching  procedures 

a.  Devising  learning  exercises 

b.  Giving  directions  for  work 

c.  Motivating  pupils'  activities 

d.  Evaluating  pupils'  achievements 

e.  Giving  remedial  instruction 

f.  General  conduct  of  the  recitation 

g.  Providing  for  individual  differences 

2.  Second  grade  (Subdivisions  as  for  first  grade) 

3.  Third  grade  (Subdivisions  as  for  first  grade) 

4.  Fourth  grade  (Subdivisions  as  for  first  grade) 

5.  Fifth  grade  (Subdivisions  as  for  first  grade) 

6.  Sixth  grade  (Subdivisions  as  for  first  grade) 
III.  References  for  the  teacher 

A  little  study  of  this  outline  reveals  that  the  plan  is  to  present  in 
the  introduction  to  the  course  of  study  the  general  point  of  view,  the 
specifications  for  the  reading  course  as  a  whole  and  certain  general 
aspects  of  reading  instruction.  The  chief  purpose  of  this  introductory 
section  is  to  present  the  course  in  perspective  so  that  the  work  of  each 
grade  may  be  seen  in  its  proper  relation  to  that  of  the  other  grades 
and  also  in  order  that  the  entire  reading  course  may  be  seen  as  a  con- 
tinuous and  progressive  whole.  In  the  later  sections,  provision  is  made 
for  presenting  separately  for  each  grade  the  specific  objectives  and  the 
list  of  supplementary  reading  materials.  This  repetition  is  desirable 
because  both  the  specifications  and  the  methods  for  carrying  them  into 
effect  should  be  in  as  close  physical  relation  to  each  other  in  the  course 
of  study  as  possible  in  order  that  their  presentation  may  be  most 
effective. 

I.  THE  INTRODUCTION  TO  A  READING  COURSE  OF  STUDY 

The  introductory  section  as  outlined  here  contains  more  than  the 
statements  that  ordinarily  are  included  for  the  purpose  of  furnishing  a 
setting  for  the  remainder  of  the  course  of  study.  The  introduction 
should  include  whatever  is  said  about  the  course  in  reading  which  is  so 

[6] 


general  that  it  can  be  treated  more  effectively  in  one  place  rather  than 
for  each  grade  separately. 

Purpose  of  course  of  study.  This  section  might  be  called  the  intro- 
duction to  the  introduction.  In  addition  to  containing  explicit  state- 
ments of  the  purposes  to  be  served  by  the  course  of  study  and  ways 
in  which  it  should  be  used,  this  section  should  present  in  definite  terms 
the  point  of  view  that  is  exemplified  in  the  later  sections,  that  is,  the 
author  or  authors'  educational  philosophy  as  applied  to  reading.  Such 
a  statement  of  educational  philosophy  may  include,  among  others,  some 
of  the  following  topics:  the  nature  of  the  learning  and  teaching  pro- 
cesses in  reading,  the  function  of  reading  in  and  out  of  school,  and  the 
•general  aims  to  be  realized  by  teaching  reading.  The  last  topic  leads 
directly  into  the  discussion  of  general  objectives. 

No  doubt  anyone  who  starts  to  write  a  course  of  study  will  have 
already  an  educational  philosophy  upon  which  to  base  a  formulation  of 
general  objectives,  but  neither  the  educational  philosophy  nor  the  ob- 
jectives may  be  clearly  defined.  In  such  instances,  it  would  be  well  to 
read  one  or  two  books  on  educational  theory  and  methods  of  teaching 
reading  before  attempting  to  write  out  a  point  of  view  and  general 
objectives.5 

General  objectives.6  The  purposes  or  aims  of  instruction  are  often 
classified  as  general  and  specific  objectives.  General  objectives  are 
stated  in  broad  terms,  as  the  name  signifies.  Each  is  a  composite  of 
many  possibilities.  For  example,  "ability  to  read  ordinary  material 
silently  with  reasonable  speed"  is  frequently  given  as  a  general  ob- 
jective. 

General  objectives,  like  the  one  just  given,  serve  as  guides  for  the 
formulation  of  specific  objectives,  which  are  particularized  aims.  For 
instance,  one  of  the  specific  objectives,  the  achievement  of  which  will 
directly  contribute  to  attainment  of  the  general  objective  stated  above 
is,  "ability  to  read  at  the  end  of  the  fifth  grade  the  type  of  reading 
material  used  in  the  Monroe  Standardized  Silent  Reading  Test,  Re- 
vised, Form  1,  at  the  rate  of  142  words  per  minute."    A  great  many 


5See  bibliography  for  suggested  references. 

Two  good  sources  of  general  objectives  are: 

"Essential  objectives  of  instruction  in  reading."  Twenty-Fourth  Yearbook  of  the 
National  Society  for  the  Study  of  Education,  Part  I.  Bloomington,  Illinois:  Public 
School  Publishing  Company,  1925,  p.  9-19. 

"Reading  in  the  Saint  Cloud  Public  Schools — grades  one  to  six."  Saint  Cloud, 
Minnesota:    Board  of  Education,  1924,  p.  11-13. 

[7] 


specific  objectives,7  such  as  this  one,  are  subsidiary  to  any  one  general 
objective. 

The  objectives  of  reading,  both  general  and  specific,  should  be 
formulated  early  by  the  makers  of  a  course  of  study  in  order  that  the 
work  of  preparing  the  remainder  of  it  may  be  guided  by  these  objec- 
tives. Also  they  should  be  presented  early  in  the  course  of  study  so  as 
to  guide  those  who  read  and  use  it. 

The  objectives  of  reading  may  be  classified  under  five  headings: 

1.  Objectives  related  to  establishing  motives  for,  and  interests  in, 
reading. 

2.  Objectives  related  to  establishing  specific  habits  in  the  semi- 
mechanical  aspects  of  reading  common  to  most  reading  situ- 
ations. 

3.  Objectives  related  to  establishing  ability  to  comprehend. 

4.  Objectives  related  to  establishing  ability  to  read  effectively  orally. 

5.  Objectives  related  to  establishing  habits  and  skills  in  the  use  of 
books,  libraries,  and  other  sources  of  information. 

The  first  rubric  draws  attention  to  the  need  for  engendering  com- 
pelling motives  and  interests  which  will  function  in  later  life,  rather 
than  merely  emphasizing  the  "how"  of  reading.  Recognition  should  be 
given  to  reading  as  an  activity  that  will  be  carried  on  after  school  days 
are  over.    Reading  interests  largely  determine  this  later  use. 

The  second  rubric  directs  attention  to  the  "how"  of  reading.  The 
specific  habits  referred  to  are  those  ordinarily  considered  as  related  to 
the  mechanics  of  the  reading  process,  such  as  eye-movements.  The  so- 
called  mechanics  of  reading  involve  chiefly  habits  that  condition  facility 
of  word  recognition,  one  of  the  two  phases  of  reading  which  are  most 
often  measured  by  achievement  tests,  and  probably  the  one  most  em- 
phasized at  present  in  the  teaching  of  reading. 

The  third  rubric  refers  to  the  other  phase  of  reading  that  is  often 
measured  by  achievement  tests,  namely,  comprehension  of  meaning. 
The  precise  nature  of  comprehension  varies  with  the  character  of  the 
material.  In  the  case  of  narrative  or  description,  the  pupil  is  expected 
to  experience  vicariously.  When  reading  exposition  his  purpose  is 
somewhat  different.  Training  in  comprehension  of  meaning  is  essen- 
tially training  in  reasoning  or  reflective  thinking,  although  there  are 
many  specific  habits  in  which  training  must  be  given. 

The  fourth  rubric  includes  the  objectives  to  be  attained  in  acquir- 
ing ability  in  effective  oral  interpretation.    This   ability  is  necessarily 


7Specific  objectives  are  discussed  more  in  detail  on  pages  16-18. 

[8] 


based  upon  many  of  the  more  fundamental  attainments  that  are  in- 
cluded in  the  second,  third,  and  fourth  rubrics. 

The  fifth  rubric  refers  to  the  aspects  of  reading  involved  in  making 
independent  use  of  sources  of  information,  such  as  dictionaries,  ency- 
clopedias, and  libraries.  This  last  rubric,  along  with  the  first,  includes 
objectives  that  have  often  in  the  past  not  been  considered  as  aims  of 
instruction  in  reading.  They  point  to  both  the  need  for  an  inherent 
value  in  what  is  read  and  the  need  of  training  for  reading  outside  of 
school. 

Recognition  by  course-of-study  writers  and  by  teachers  of  these 
five  types  of  purposes  for  which  reading  is  taught  will  help  to  minimize 
over-emphasis  on  the  more  mechanical  phases.  Although  achievement 
of  objectives  that  fall  under  the  second  rubric  is  essential  to  the  realiza- 
tion of  the  others,  the  first  and  the  last  groups  of  objectives  are  ultim- 
ately the  more  fundamental.  In  formulating  the  general  objectives  of 
reading,  course-of-study  makers  should  take  cognizance  of  each  of  these 
five  rubrics.  Usually  the  rather  lengthy  lists  of  general  aims  that  are 
often  given  contain  objectives  that  classify  under  only  one  or  two  of 
these  groups. 

General  objectives  should  be  couched  in  straight-forward  language 
that  is  full  of  meaning,  and  not  in  a  high-sounding  rhetorical  style. 
For  instance,  "To  open  the  door  of  understanding  to  the  problems  of 
life"  is  given  as  a  general  objective  inx  one  of  the  better  courses  of 
study.  It  is  very  prettily  stated  but  relatively  meaningless.  A  more 
effective  statement  would  be:  To  extend  the  worthwhile  experiences  of 
boys  and  girls. 

With  a  general  educational  philosophy  toward  reading  fairly  well 
established  and  the  general  objectives  defined,  the  writers  of  a  course 
of  study  are  ready  to  proceed  with  the  other  tasks  indicated  in  the 
outline  on  pages  5-6.  They  may  find  later  that  their  point  of  view  has 
been  modified  in  certain  details  and  that  they  wish  to  rewrite  portions 
of  what  they  have  formulated,  but  they  need  these  statements  of  educa- 
tional philosophy  and  general  objectives  as  guides  in  developing  the 
course  of  study. 

Sequence  of  specific  objectives.8  The  course  in  reading  should  not 
be  presented  in  a  piece-meal  fashion,  that  is,  one  grade  in  isolation  from 
other  grades;  but  it  should  be  organized  so  that  teachers  will  see  it  as 
a  whole.    In  order  to  provide  this  unified  view,  the  specific  objectives  of 

"Specific  objectives  are  discussed  at  length  later,  pages  16-18.  The  purpose  here 
is  only  to  point  out  the  manner  of  presenting  them  in  the  introductory  section  of  the 
course  of  study. 

[9] 


the  entire  reading  course  should  be  presented  in  the  introductory  section 
of  the  course  of  study  so  as  to  show  their  sequence  from  grade  to 
grade.9  Probably  such  a  presentation  can  be  made  more  effective  when 
given  in  tabular  form.  An  illustration  of  a  form  of  presenting  specific 
objectives  is  given  below: 


SEQUENCE  OF  SPECIFIC  OBJECTIVES  IN  ELEMENTARY  READING 

Grade 

Motives  and  Interests 

Mechanics 

Rate 

Comprehension 

Etc. 

I 

II 

III 

Etc. 

This  organization  of  the  specific  objectives  provides  a  summary 
and  hence  assists  a  teacher  in  comprehending  the  work  of  any  particu- 
lar grade  in  its  relations  to  that  of  other  grades.  Although  these  objec- 
tives should  appear  in  the  introductory  section  of  the  course  of  study, 
they  cannot  be  prepared  until  the  specifications  for  each  grade  have 
been  formulated. 

Presentation  of  supplementary  reading  materials.10  A  tabulation 
of  all  the  reading  materials  for  the  entire  elementary  school  should  be 
given  in  the  introductory  section  of  a  course  of* study  immediately  after 
the  tabulation  of  specific  objectives  so  that  a  proper  perspective  of  the 


"Objectives  in  reading  have  not  been  tabulated  in  any  highly  satisfactory  way, 
although  two  charts  were  prepared  in  1922  for  the  Rochester, »New  York,  Public  Schools. 
These  charts  are  entitled,  "Chart  of  minimum  requirements  for  course  in  phonetics"  and 
"Attainments  in  reading." 

This  same  sort  of  thing  has  been  done  in  a  suggestive  way  for  junior  and  senior- 
high-school  literature  in  a  small  publication  entitled,  "Objectives  and  materials  in  liter- 
ature for  junior  and  senior  high  schools,"  published  by  Scott,  Foresman  and  Company, 
Chicago,  1925. 

Tabulations  of  subject-matter  in  arithmetic  have  been  made  more  extensively.  A 
good  example  may  be  found  in:  "Arithmetic — grades  1,  2,  3,  4,  5,  and  6 — course  of 
study  monograph."    Denver:    Board  of  Education,  1924,  insert  inside  front  cover. 

10One  of  the  best  sources  of  selected  and  organized  reading  materials  is: 

"Appropriate  materials  for  instruction  in  reading."  Twenty-Fourth  Yearbook  of 
the  National  Society  for  the  Study  of  Education,  Part  I.  Bloomington,  Illinois:  Public 
School  Publishing  Company,  1925,  p.  161-226. 


[10] 


work  in  reading  may  be  maintained.  Almost  no  book  or  other  reading 
material  is  suited  especially  to  one  grade  and  that  grade  alone;  but 
rather,  almost  anything  that  might  be  read  in  the  elementary  school  is 
suitable  for  pupils  in  two  or  three  grades.  In  fact,  one  study11  showed 
that  some  poems  have  been  considered  as  suitable  for  all  eight  elemen- 
tary grades  as  revealed  by  an  examination  of  courses  of  study.  The 
grades  for  which  the  available  reading  materials  are  especially  suitable 
should  be  given  in  the  tabulation  referred  to  at  the  beginning  of  this 
paragraph.  If  the  course-of-study  makers  feel  that  a  selection  is  in 
general  better  suited  to  one  grade  than  to  any  other,  they  may  indicate 
this  by  a  double  star,  as  in  the  illustration  below.  If  they  have  an 
abundance  of  reading  materials  at  their  command,  they  may  designate 
only  one  grade  for  each  selection,  but  in  general  this  is  not  the  best 
policy.  It  is  better  to  give  individual  teachers  some  opportunity  to  use 
their  judgment  in  selecting  reading  materials  from  the  list  of  sugges- 
tions. The  following  form  is  an  example  of  the  way  in  which  the  refer- 
ences may  be  tabulated: 

READING  MATERIALS  AVAILABLE  FOR  GRADES  I  TO  VI 


Book  or  Selection 

Grades  for  Which  Suited 

■ 

ii 

in 

IV 

V 

VI 

Williston,  Teresa  P. 
Japanese  Fairy  Tales. 
Chicago:  RandMcNally 

* 

** 

* 

Grade  time  allotments.  Time  allotments  for  school  subjects 
have  not  been  scientifically  determined,  but  current  practices  have  been 
studied.  In  an  investigation12  of  conditions  in  forty-nine  cities,  the  fol- 
lowing average  grade  time  allotments  were  found  for  reading: 

Grades 

I  II  III  IV  V  VI         VII        VIII 

Average  Minutes  Per  Week 430    413     339    250     185     165     146     140 

Number  of  Cities  Giving  Reading 47      47      47      47      47      47      47      35 


"Bamesberger,  Velda  C.  "Standard  requirements  for  memorizing  literary  mate- 
rial." University  of  Illinois  Bulletin,  Vol.  17,  No.  26,  Bureau  of  Educational  Research 
Bulletin  No.  3.   Urbana:    University  of  Illinois,  1920.   93  p.    (Out  of  print). 

""Facts  on  the  public  school  curriculum."  Research  Bulletin  of  the  National 
Education  Association,  Vol.  1,  No.  5.  Washington:  Research  Division  of  the  National 
Education  Association,  1923,  p.  326-27. 


[11] 


This  table  should  be  read  as  follows:  forty-seven  cities,  out  of  forty-nine 
studied,  teach  reading  in  Grade  I  on  an  average  of  430  minutes  per 
week,  and  so  forth. 

The  time  to  be  given  to  reading  cannot  be  determined  independ- 
ently of  that  to  be  provided  for  the  other  subjects.  The  time  allotted  to 
the  various  school  subjects  in  the  different  grades  is  frequently  deter- 
mined by  a  general  committee  of  teachers,  although  the  superintendent 
or  board  of  education  may  arbitrarily  make  these  provisions. 

Some  of  the  factors  that  need  to  be  considered  in  making  time 
allotments  are:  (1)  the  grade  placement  of  subjects;  (2)  the  number 
of  subjects  to  be  taught  in  a  grade;  (3)  the  subject-matter  of  each 
course,  for  instance,  reading  in  some  grades  of  some  schools  includes 
the  work  in  elementary  science,  in  other  grades  it  includes  whatever  is 
given  of  the  subject-matter  of  the  social  studies;  (4)  the  degrees  of 
accomplishment  to  be  attained;  and  (5)  the  way  in  which  the  work  is 
to  be  conducted,  that  is,  how  much  can  be  done  at  home,  how  much 
must  be  done  under  the  direct  supervision  of  the  teacher,  and  so  forth. 
Figures  such  as  those  given  in  the  above  table  should  be  used  only  in 
an  advisory  or  comparative  way. 

General  aspects  of  reading  instruction..  At  least  three  phases  of 
reading  instruction  are  of  so  general  a  nature  that  they  should  be  dealt 
with  in  the  introductory  section  of  the  course  of  study  rather  than  left 
to  be  treated  a  little  at  a  time  or  with  much  repetition  in  the  sections 
devoted  to  the  work  of  particular  grades.  These  aspects  of  reading  in- 
struction are:  (1)  the  relation  of  reading  to  other  school  activities,  (2) 
phonics,  and  (3)  the  relation  of  silent  to  oral  reading.  Each  of  these  is 
broad  in  its  relationship  to  the  reading  course  as  a  whole  and  constitutes 
a  phase  of  reading  instruction  which  changes  gradually,  not  abruptly, 
as  progress  is  made  through  the  grades. 

Relation  of  reading  to  other  school  activities.13  Reading  is  not 
only  a  separate  school  activity  but  a  tool  which  is  used  in  other  activ- 


13See: 

Beauchamp,  Wilbur  L.  "Supervised  study  In  elementary  physical  science," 
School  Review,  32:175-81,  March,  1924. 

Terry,  Paul  W.  'The  reading  problem  in  arithmetic,"  Journal  of  Educational 
Psychology,  12:365-77,  October,  1921. 

Wilson,  Estaline.  "Improving  the  ability  to  read  arithmetic  problems,"  Ele- 
mentary School  Journal,  22:380-86,  January,  1922. 

"The  relation  of  reading  to  content  subjects  and  other  school  activities."  Twenty- 
Fourth  Yearbook  of  the  National  Society  for  the  Study  of  Education,  Part  I.  Bloom- 
ington,  Illinois:    Public  School  Publishing  Company,   1925,  p.  97-140. 

[12] 


ities,  both  in  and  out  of  school.  An  extremely  close  relationship  exists 
between  reading  as  a  tool  and  other  school  subjects,  such  as,  arithmetic, 
history,  geography,  industrial  arts,  and  so  forth.  Even  if  reading  were 
not  a  valuable  tool  in  adult  life,  it  would  be  desirable  for  pupils  to  gain 
a  high  degree  of  skill  in  it  for  the  purposes  of  school  use. 

The  course  of  study  should  not  merely  point  out  to  the  teacher 
the  close  relationship  that  exists  between  reading  as  a  tool  and  other 
school  activities  but  also  call  attention  to  the  variety  of  types  of  reading 
which  pupils  are  asked  to  do,  such  as:  comprehension  of  material  read 
plus  memorization  so  that  it  can  be  reproduced;  obtaining  information 
for  the  purpose  of  solving  problems  or  answering  questions;  or  discov- 
ery of  collateral  or  illustrative  material  for  topics  or  problems  under 
discussion.14 

Phonics.15  There  is  perhaps  a  greater  variation  in  current  opinions 
with  respect  to  the  teaching  of  phonics  than  on  any  other  phase  of 
reading  instruction.  There  has  been  a  tendency  to  neglect  phonics  en- 
tirely since  silent  reading  has  been  emphasized,  but  it  appears  that  cur- 
rent practice  is  beginning  to  recede  from  this  extreme  position.  It  is 
probable  that  explicit  instruction  in  phonics  should  be  given  in  not 
more  than  the  first  three  grades.  The  course  of  study  in  reading  should 
make  perfectly  clear  the  extent  to  which  phonics  are  to  be  studied,  the 
grades  in  which  they  are  to  be  taught,  their  relationship  to  the  periods 
for  oral  and  silent  reading,  and  the  methods  to  be  used. 


"For  a  discussion  of  the  types  of  reading  which  pupils  are  asked  to  do,  see: 

Monroe,  Walter  S.  "Types  of  learning  required  of  pupils  in  the  seventh  and 
eighth  grades  and  in  the  high  school."  University  of  Illinois  Bulletin,  Vol.  19,  No.  15, 
Bureau  of  Educational  Research  Bulletin  No.  7.  Urbana:  University  of  Illinois,  1921. 
16  p. 

15See: 

Winch,  W.  H.  "Teaching  beginners  to  read  in  England:  its  methods,  results,  and 
psychological  bases."  Journal  of  Educational  Research  Monographs,  No.  8.  Bloomington, 
Illinois:    Public  School  Publishing  Company,   1925.    185  p. 

"Development  of  a  vocabulary."  Twenty-Fourth  Yearbook  of  the  National  So- 
ciety for  the  Study  of  Education,  Part  I.  Bloomington,  Illinois:  Public  School  Publish- 
ing Company,   1925,  p.  75-96. 

A  rather  good  course  of  study  in  phonics  is: 

"Provisional  course  of  study  in  phonetics — Grades  I-III."  Rochester,  New  York: 
Board  of  Education,  1922.    15  p. 

A  chart  has  also  been  prepared  to  accompany  this  course  of  study.  Its  title  is: 
"Chart  of  minimal  requirements  for  course  in  phonetics." 

[13] 


Relation  of  silent  to  oral  reading.16  The  reading  course  of  study 
should  make  clear  the  difference  in  the  purposes  for  which  training  is 
given  in  oral  and  silent  reading  and  some  of  the  reasons  for  emphasiz- 
ing oral  reading  at  one  time  and  silent  reading  at  another.  For  example, 
it  is  psychologically  sound  that  beginning  reading  should  be  oral;  but  as 
the  mechanics  of  word  recognition  are  mastered,  one  becomes  able  to 
comprehend  or  to  read  silently  much  more  rapidly  than  he  can  pro- 
nounce the  words.  A  great  deal  of  training  in  oral  reading,  after  the 
mechanics  of  word  recognition  have  been  fairly  well  mastered,  tends  to 
inhibit  reading  processes  (such  as  eye-movements)  and  to  slow  down 
the  rate  of  silent  reading.  Nor  is  there  any  universal  demand  for  oral 
reading  in  adult  life,  so  that  no  urgent  reason  exists  for  giving  elaborate 
training  in  it  to  all  pupils. 

The  course  of  study  should  make  the  above  and  similar  consider- 
ations clear  and  should  indicate  the  approximate  emphasis  that  is  to  be 
placed  upon  oral  and  silent  reading  in  the  various  grades.  No  attempt 
should  be  made  to  set  inflexible  rules,  for  the  relative  emphasis  of  these 
two  types  of  reading  must  be  determined  somewhat  by  the  degree  of 
development  of  particular  pupils.  For  example,  backward  pupils  often 
need  additional  work  in  oral  reading  which  would  not  be  desirable  for 
the  normal  pupils  of  the  same  school  grade,  and  conversely,  bright 
pupils  usually  do  not  need  to  do  as  many  oral  reading  exercises. 

Occasionally  a  diagram  similar  to  Figure  1  is  given  to  represent  the 
relative  amount  of  school  time  devoted  to  oral  and  silent  reading  in 
the  various  grades.  But  it  seems  that  the  relationship  shown  in  Figure 
2  is  more  nearly  in  keeping  with  the  way  in  which  abilities  in  silent  and 
oral  reading  develop.17 

Figure  1  represents  beginning  reading  as  part  oral  and  part  silent, 
with  the  relative  amount  of  time  devoted  to  each  type  of  reading  chang- 
ing at  a  uniform  rate  throughout  the  eight  grades.  The  amount  of  time 
devoted  to  silent  reading  does  not  equal  the  amount  of  time  given  to 
oral  reading  until  the  beginning  of  the  fifth  grade.   Figure  2  represents 


10See: 

■Gray,  William  S.  'The  relation  of  silent  reading  to  economy  in  education." 
Sixteenth  Yearbook  of  the  National  Society  for  the  Study  of  Education,  Part  I. 
Bloomington,  Illinois:    Public  School  Publishing  Company,  1917,  p.   17-32. 

O'Brien,  John  A.  "The  development  of  speed  in  silent  reading."  Twentieth 
Yearbook  of  the  National  Society  for  the  Study  of  Education,  Part  II.  Bloomington, 
Illinois:    Public  School  Publishing  Company,  1921,  p.  54-76. 

1'For  a  related  discussion,  see: 

Gray,  William  S.   Op.  cit. 

[14] 


beginning  reading  as  entirely  oral,  with  silent  reading  slowly  intro- 
duced in  the  first  grade.  The  emphasis  on  silent  reading  is  rapidly 
increased  in  the  second  grade  so  that  equal  amounts  of  time  are  given 
to  silent  and  oral  reading  by  the  beginning  of  the  third  grade  instead 
of  the  fifth  as  in  Figure  1.  The  rate  of  decrease  in  emphasis  on  oral 
reading  gradually  diminishes  until  the  end  of  the  sixth  grade  when  a 
stable  condition  is  reached. 


1 

Grade 
VIII 

Silent             / 

Grade 
VII 

Reading        / 

Grade 
VI 

Grade 
V 

Grade 
IV 

1          Oral 

Grade 
III 

/             Reading 

Grade 
II 

/ 

Grade 
1 

Figure  1. 
Conventional  diagram  of 
the  relationship  that  exists  be- 
tween the  amount  of  school 
time  devoted  to  oral  and  si- 
lent reading  in  the  elementary- 
school  grades. 


Figure  2. 
The  probable  relationship 
that  should  exist  between  the 
amount  of  school  time  de- 
voted to  oral  and  silent  read- 
ing in  the  elementary-school 
grades. 


II.  COURSE  OF  STUDY  BY  GRADES 

General  content  of  course  of  study  by  grades.  As  noted  on  page 
5,  the  reading  course  of  study  by  grades  should  contain  two  types  of 
material:  first,  specifications  of  objectives  and  reading  materials;  sec- 
ond,  suggestions    relative   to   teaching   procedures.    The   specifications 


[15] 


include  specific  objectives,  the  textbook,  supplementary  references,  and 
other  materials  and  devices.  The  directions  relative  to  instruction 
include  devising  learning  exercises,  giving  directions  for  work,  moti- 
vating pupil  activities,  evaluating  pupil  achievements,  giving  reme- 
dial instruction,  general  conduct  of  the  recitation,  and  providing  for 
individual  differences.  All  of  the  suggestions  on  these  phases  of  instruc- 
tion should  be  specific  and  pertain  directly  to  the  specifications  for 
each  grade. 

Nature  of  specific  objectives.  Specific  objectives  should  be  so 
stated  as  to  specify  definite  and  limited  goals  to  be  attained.  They 
should  be  expressed  in  terms  of  ability  to  do,  and  whenever  feasible, 
should  specify  the  degrees  of  the  abilities  to  be  achieved.  For  example, 
a  specific  objective  in  both  fifth  and  sixth-grade  reading  might  be  the 
ability  to  read  a  given  type  of  material  such  as  that  used  in  the  Monroe 
Standardized  Silent  Reading  Test,  Revised,  Form  1 ;  but  this  is  still  too 
general  to  differentiate  between  the  fourth  and  fifth  grades.  The  degree 
of  ability  to  be  attained  should  be  added.  Thus,  in  the  fourth  grade  the 
pupils  should  read  this  test  with  a  comprehension  score  of  7.7  and  a 
rate  of  122  words  per  minute,  while  in  the  fifth  grade  they  should  read 
with  a  comprehension  score  of  9.8  and  a  rate  of  142  words  per  minute. 

Some  important  reading  objectives  are  less  tangible  and  hence 
cannot  be  expressed  as  definitely  as  the  objectives  in  the  preceding 
paragraph.  These  "less  tangible  objectives"  include  such  abilities  as, 
ability  to  determine  the  aim  and  purpose  of  a  passage,  ability  to  find 
the  important  points  and  subordinating  details,  and  ability  to  collect 
information  that  will  aid  in  the  solution  of  a  problem.  Even  though  the 
degrees  of  attainment  in  such  abilities  have  not  been  determined,  and 
may  never  be  in  all  cases,  objectives  should  be  stated  as  definitely  as 
possible.  General  terms,  such  as  "proficiency,"  "fluently,"  and  "quickly" 
and  statements  of  ground  to  be  covered,  such  as,  so  many  pages  in  the 
textbook,  should  be  avoided. 

How  to  formulate  specific  objectives.  Course-of-study  makers 
should  not  attempt  to  formulate  the  specific  objectives  for  a  reading 
course  without  securing  assistance  from  as  many  sources  as  are  avail- 
able. Some  of  the  sources  from  which  specific  objectives  may  be  ob- 
tained are:   (1)  reading  textbooks,18  (2)  books  on  methods  of  teaching 


18In  general,  textbooks  only  imply  the  objectives  to  be  attained,  although  some  of 
the  newer  books  include  standards  of  attainment.    For  example: 

The  Silent  Readers  by  Lewis,  William  D.,  and  Rowland,  Albert  Lindsay,  pub- 
lished by  the  John  C.  Winston  Company,  Philadelphia,  1920. 

[16] 


reading,19  (3)  courses  of  study,  (4)  standardized  tests,  and  (5)  special 
studies,  such  as  the  ones  reported  in  the  Twenty-Fourth  Yearbook  of 
the  National  Society  for  the  Study  of  Education,  Part  I.20 

After  examining  available  sources,  judgment  should  be  exercised  in 
formulating  a  list  of  specific  objectives,  for  any  thorough  search  of 
sources  will  reveal  conflicting  and  trivial  objectives  that  should  be  modi- 
fied or  discarded.  In  addition,  some  objectives  need  to  be  restated  in 
order  that  they  may  be  most  effective. 

The  work  of  formulating  specific  objectives  should  be  guided  by 
general  principles  decided  upon  in  advance  by  the  makers  of  the  course 
of  study.  Such  principles  should  be  definite  enough  to  be  real  guides, 
yet  they  should  be  flexible  enough  to  allow  for  a  liberal  interpretation  in 
order  to  avoid  having  the  task  become  purely  mechanical.  The  fol- 
lowing principles  are  suggestive: 

1.  Specific  objectives  should  be  stated  in  terms  of  ability  to  do. 
This  is  discussed  on  page  16. 

2.  Specific  objectives  should  state  the  degrees  of  attainments.  This 
is  also  discussed  on  page  16. 

3.  The  adoption  of  specific  objectives  should  be  controlled  by  the 
general  objectives  previously  formulated.  For  example,  specific  objec- 
tives involving  a  high  degree  of  skill  in  oral  reading  will  probably  be  out 
of  keeping  with  any  set  of  general  objectives  which  might  be  previously 
formulated. 

4.  The  sequence  of  specific  objectives  should  correspond  to  the 
periods  of  normal  progress  in  fundamental  reading  habits,  interests, 
accomplishments,  and  needs.  These  periods  and  their  approximate 
grade  positions  are:  (a)  in  the  early  part  of  the  first  grade,  the  period 
of  preparation  for  reading,  (b)  in  the  latter  part  of  the  first  grade,  the 
initial  period  of  reading  instruction,  (c)  in  the  second  and  third  grades, 
the  period  of  rapid  progress  in  fundamental  attitudes  and  specific 
habits,  (d)  in  the  fourth,  fifth,  and  sixth  grades,  the  period  of  wide 
reading  to  extend  and  enrich  experiences  and  to  cultivate  important 
reading  attitudes,  habits,  and  tastes,  and  (e)  in  the  junior  and  senior 


19The  most  recent  one  to  give  particular  attention  to  objectives  is: 
Anderson,   Charles   J.,   and   Davidson,   Isobel.    Reading  Objectives.    New   York: 
Laurel  Book  Company,  1925.   408  p. 

20"Essential  objectives  of  instruction  in  reading."  Twenty-Fourth  Yearbook  of  the 
National  Society  for  the  Study  of  Education,  Part  I.  Bloomington,  Illinois:  Public 
School  Publishing  Company,  1925,  p.  9-19. 

For  a  discussion  of  a  standard  vocabulary  and  standards  in  rates  of  reading,  see: 
"Reading."    Fourteenth  Yearbook  of  the  National  Society  for  the  Study  of  Edu- 
cation, Part  I.   Bloomington,  Illinois:  Public  School  Publishing  Company,  1915,  p.  37-60. 

[17] 


high-school  grades,  the  period  of  refinement  of  specific  reading  attitudes, 
habits,  and  tastes.21 

5.  Provision  should  be  made  for  attainment  of  ability  in  the  vari- 
ous types  of  reading  which  pupils  are  asked  to  do.22  These  types  of 
reading  are  referred  to  on  page  13. 

6.  The  standards  of  attainment  should  allow  for  reasonable  indiv- 
idual variation  in  rate  and  amount  of  development.  That  is,  it  is  prob- 
ably not  best  to  set  one  inflexible  standard,  say  in  rate  of  reading  for 
the  fifth  grade,  but  rather  to  indicate  the  range  within  which  the  abili- 
ties of  the  pupils  of  a  grade  should  fall. 

7.  Specific  objectives  should  be  so  organized  as  to  make  an  inter- 
related, unified,  and  progressive  whole.  That  is,  the  objectives  should 
be  so  arranged  that  attainment  of  the  goals  of  one  grade  lays  the  foun- 
dation for  realizing  the  objectives  of  the  next  grade.  A  scheme  for 
presenting  the  specific  objectives  is  illustrated  on  page  10. 

The  textbook.  The  textbook  for  each  grade  should  be  specified  at 
the  beginning  of  each  grade  division  of  the  course  of  study.  If  the  text- 
book has  been  adopted  and  no  change  is  to  be  considered,  the  course-of- 
study  makers  will  have  merely  to  accept  and  incorporate  it  into  the 
course  of  study.  If  a  new  textbook  is  to  be  adopted,  the  course-of-study 
makers  should  see  that  it  is  decided  upon  before  proceeding  further  than 
formulating  the  objectives  for  the  course.  The  best  stage  of  the  work 
at  which  to  choose  a  textbook  is  after  the  objectives  have  been  formu- 
lated, for  the  book  adopted  should  be,  in  so  far  as  possible,  in  accord 
with  the  objectives. 

Supplementary  reading  materials.  It  has  been  suggested  previ- 
ously that  the  sources  of  reading  materials  for  the  entire  elementary 

21For  a  discussion  of  these  periods  of  progress,  see: 

"A  modern  program  of  reading  instruction  for  the  grades  and  the  high  school." 
Twenty-Fourth  Yearbook  of  the  National  Society  for  the  Study  of  Education,  Part  I. 
Bloomington,  Illinois:    Public  School  Publishing  Company,  1925.    p.  21-73. 

22For  a  discussion  of  these  purposes,  see: 

Monroe,  Walter  S.  "Types  of  learning  required  of  pupils  in  the  seventh  and 
eighth  grades  and  in  the  high  school."  University  of  Illinois  Bulletin.  Vol.  19.  No.  15, 
Bureau  of  Educational  Research  Bulletin  No.  7.  Urbana:  University  of  Illinois  1921 
16  p. 

For  a  more  detailed  study  of  one  of  these  types  of  study,  see: 

Monroe,  Walter  S..  and  Mohlman,  Dora  Keen.  "Errors  made  by  high-school 
students  in  one  type  of  textbook  study,"  School  Review.  31:36-47,  January,  1923. 

For  the  way  in  which  these  types  of  study  have  been  incorporated  into  a  course 
of  study,  see: 

"Reading  in  the  Saint  Cloud  Public  Schools — grades  one  to  six."  Saint  Cloud, 
Minnesota:    Board  of  Education,  1924,  p.  121-23,  133-37,  146-51,  156-60. 

[18] 


school  should  be  presented  in  the  introductory  section  of  the  course  of 
study.  The  materials  for  each  grade  should  be  given  also  at  the  begin- 
ning of  that  part  of  the  course  of  study  devoted  to  it.  For  example,  the 
reading  materials  recommended  for  the  pupils  of  the  sixth  grade  should 
be  listed  at  the  beginning  of  the  sixth-grade  section  of  the  course  of 
study.  In  this  way  the  objectives  and  reading  materials  for  a  particular 
grade  appear  in  proximity  to  each  other  and  furnish  a  background  for 
the  discussion  of  methods  of  instruction,  which  makes  up  the  remainder 
of  the  section  of  the  course  of  study. 

No  well-established  standards  have  been  arrived  at  as  yet  for  the 
selection  and  grade  placement  of  reading  materials.23  The  judgment 
of  experienced  teachers  must  be  largely  relied  upon  in  selecting  these 
materials.  The  opinions  of  certain  teachers  and  supervisors  are  repre- 
sented by  the  reading  materials  listed  in  courses  of  study. 

Other  materials  and  devices.24  In  the  early  grades  a  large  propor- 
tion of  the  pupils'  activities  are  connected  directly  with  reading.  In 
consequence,  a  great  variety  of  materials  and  devices  is  needed  for 
use  in  connection  with  the  actual  reading  that  is  done.  Some  of  these 
materials,  such  as  pictures,  lantern  slides,  and  sand  tables,  are  furnished 
ready  for  use;  and  others,  such  as  flash  cards,  sometimes  have  only  the 
raw  materials  provided  from  which  the  teachers  may  make  their  own 
helps.  The  course  of  study  should  list  the  materials  and  devices  avail- 
able for  use  in  each  grade  and  also  should  make  suggestions  as  to  ways 
in  which  the  teachers  may  add  to  those  furnished. 

Provisions  for  individual  differences  by  modifying  specifications.25 
In  formulating  specific  objectives   and  in  selecting  reading  materials,. 


23For  the  results  of  one  study,  see: 

Uhl,  Willis  L.  "Scientific  determination  of  the  content  of  the  elementary  school 
course  in  reading."  University  of  Wisconsin  Studies  in  the  Social  Sciences  and  History,. 
No.  4.   Madison,  Wisconsin:    University  of  Wisconsin,  1921.    152  p. 

24See: 

Hoover,  J.  H.  "Motivated  drill  work  in  third-grade  silent  reading."  Twentieth. 
Yearbook  of  the  National  Society  for  the  Study  of  Education,  Part  II.  Bloomington,. 
Illinois:    Public  School  Publishing  Company,  1921,  p.    77-89. 

Pennell,  Mary  E.,  and  Cusack,  Alice  M.  How  to  Teach  Reading.  Boston: 
Houghton  Mifflin  Company,  1923.    298  p. 

Watkins,  Emma.  How  to  Teach  Reading  to  Beginners.  Philadelphia:  J.  B.  Lip- 
pincott  Company,  1922.    133  p. 

2,The  provisions  made  for  individual  differences  must  be  dependent  largely  upon 
the  policy  of  the  school  toward  such  provisions.  Consequently,  they  may  be  elaborate 
or  meagre,  for  mixed  classes  or  for  classes  where  pupils  of  different  abilities  are  segre- 
gated, and  so  forth. 

For  illustrations  of  provisions  see  the  reading  courses  of  study  for  the  Long  Beach., 
California,  City  Schools,  1924. 

[19] 


consideration  should  be  given  to  provisions  for  individual  differences. 
Some  eliminations  from  the  objectives  may  be  made  for  the  slower 
pupils  and  some  additions  for  the  brighter  ones.  In  order  that  the 
teacher  may  be  guided  in  selecting  references  suited  to  the  varying 
abilities  of  the  pupils  in  her  room,  some  indications  should  be  made  in 
the  grade  lists  as  to  which  reading  materials  are  the  more  difficult  and 
which  are  the  simpler.  Designations  of  this  sort  will  enable  her  to  give 
the  brighter  pupils  more  difficult  material  and  to  assign  simpler  reading 
matter  to  the  slower  pupils. 

Most  provisions  for  individual  differences,  especially  when  there 
is  no  attempt  at  homogeneous  grouping,  must  be  made  by  adapting 
learning  exercises  and  methods  of  instruction.  This  is  discussed  later  on 
pages  26-27. 

General  nature  of  directions  relative  to  teaching  procedures.   The 

dual  purpose  of  the  course  of  study,  as  previously  stated,  is  to  coordin- 
ate the  work  of  teachers  and  to  help  them  individually  to  use  appro- 
priate teaching  procedures.  The  coordinating  function  is  served  mainly 
by  the  specifications  described  in  the  preceding  pages.  The  second 
function  is  accomplished  by  the  inclusion  of  suggestions  relative  to 
learning  exercises  to  be  assigned  and  methods  of  instruction.  A  course 
of  study  in  reading  may  appropriately  include  suggestions  relative  to, 
the  following  phases  of  instruction:  (1)  devising  learning  exercises;  (2) 
giving  directions  for  work;  (3)  motivating  pupil  activity;  (4)  evaluating 
pupil  achievements,  including  the  devising,  selection,  and  use  of  tests; 
and  (5)  giving  remedial  instruction,  including  giving  direct  and  indirect 
assistance. 

The  suggestions  on  these  phases  of  instruction  may  well.be  pre- 
ceded or  followed  by  general  suggestions  on  the  conduct  of  the  recita- 
tion, which  is  a  complex  of  the  above  phases  of  instruction,  and  by  sug- 
gestions on  providing  for  individual  differences  by  modifications  of 
teaching  procedures.  The  method  followed  in  this  circular  is  to  discuss 
the  five  phases  of  instruction  enumerated  above  and  to  follow  this  dis- 
cussion by  a  consideration  of  the  two  general  topics. 

Devising  learning  exercises.26  Reading  textbooks,  unlike  arith- 
metic texts,  are  chiefly  compilations  of  material  to  be  read  and  not  of 
exercises  to  be  done,  although  at  present  there  is  a  tendency  for  the 
makers  of  readers  to  suggest  exercises  that  may  be  done  by  the  pupils. 


20Some  sources  of  good  suggestions  are: 

Germane,  Charles  E.    "Outlining  and  summarizing  compared  with  re-reading  as 
methods  of  studying."    Twentieth  Yearbook  of  the  National  Society  for  the  Study  of 

[20] 


However,  it  is  still  largely  left  to  the  teacher  of  reading  to  devise  the 
learning  exercises  which  the  pupils  are  to  do  in  order  that  they  may 
achieve  the  objectives  set  for  them. 

The  learning  exercises  that  a  teacher  assigns  probably  play  a  more 
important  part  in  stimulating  and  directing  the  pupils'  learning  than  do 
the  methods  of  instruction  which  she  employs.  Yet  comparatively  little 
attention  in  general  has  been  given  to  the  devising  of  exercises.  Ob- 
servers often  criticize  teaching  as  inefficient,  yet  are  not  aware  that  in 
many  instances  the  kind  of  exercises  set  by  the  teacher  is  the  factor  that 
makes  for  the  inefficiency.  In  assigning  a  new  lesson,  teachers  fre- 
quently direct  the  pupils  merely  to  read  instead  of  to  read  for  some 
expressed  purpose.  This  makes  much  of  the  reading  pointless  and  less 
effective  than  it  would  be  if  some  definite  exercise  to  be  done  had 
been  set  for  the  pupils.  Or  a  teacher  may  have  her  beginning 
pupils  study  their  reading  lessons  at  home  where  the  exercise  becomes 
quite  different  under  the  unskilled  assistance  of  parents  from  what  it 
would  be  under  the  skillful  direction  of  a  good  teacher.  Or  again,  a 
teacher  may  ask  the  pupils  to  learn  lists  of  words  and  their  meanings, 
when  it  would  be  much  more  effective  for  the  words  to  be  learned  in 
context. 

The  course  of  study  should  point  out  the  purposes  to  be  accom- 
plished by  various  types  of  exercises,  such  as  speed  drills  with  flash 
cards,  dramatization^  keeping  records  of  books  read,  and  the  like.  In 
this  connection,  some  suggestions  should  be  made  as  to  ways  in  which 
the  textbook  and  supplementary  reading  materials  should  be  used.   For 


Education,  Part  II.  Bloomington,  Illinois:  Public  School  Publishing  Company,  1921, 
p.  103-13. 

Heller,  Regina  R.,  and  Courtis,  S.  A.  "Exercises  developed  at  Detroit  for  mak- 
ing reading  function."  Twentieth  Yearbook  of  the  National  Society  for  the  Study  of 
Education,  Part  II.  Bloomington,  Illinois:  Public  School  Publishing  Company,  1921, 
p.  153-61. 

"Appropriate  materials  for  instruction  in  reading."  Twenty-Fourth  Yearbook  of 
the  National  Society  for  the  Study  of  Education,  Part  I.  Bloomington,  Illinois:  Public 
School  Publishing  Company,  1925,  p.  161-232. 

"Reading  exercises  based  on  children's  experiences."  Nineteenth  Yearbook  of  the 
National  Society  for  the  Study  of  Education,  Part  I.  Bloomington,  Illinois:  Public 
School  Publishing  Company,   1920,  p.  20-30. 

"Reading  for  children  in  non-English-speaking  families."  Nineteenth  Yearbook 
of  the  National  Society  for  the  Study  of  Education,  Part  I.  Bloomington,  Illinois: 
Public  School  Publishing  Company,  1920,  p.  31-46. 

"Silent  reading  exercises  developed  at  Denver,  Cedar  Rapids,  Racine  and  Iowa 
City."  Twentieth  Yearbook  of  the  National  Society  for  the  Study  of  Education,  Part  II. 
Bloomington,   Illinois:     Public   School  Publishing   Company,    1921,  p.    162-72. 

[21] 


example,  it  may  be  that  for  some  grades  the  textbook  should  be  used 
only  during  recitation  periods  and  at  other  times  be  kept  by  the  teacher, 
or  some  parts  of  the  textbook  may  be  well  adapted  to  the  purposes  of 
testing,  or  some  of  the  selections  in  the  textbook  may  be  suitable  for 
memorization  by  all  members  of  a  class.  In  connection  with  using  sup- 
plementary books,  the  pupils  may  read  silently  for  pleasure,  may  re- 
count in  class  some  of  the  interesting  stories  read,  may  write  short  com- 
positions on  topics  suggested  by  something  read,  or  do  other  exercises. 
In  addition  to  the  suggestions  on  devising  exercises  in  connection  with 
the  textbook  and  supplementary  reading  materials,  some  suggestions 
should  be  made  about  the  use  of  other  materials  and  devices,  such  as 
pictures,  flash  cards,  and  lantern  slides. 

After  positive  suggestions  have  been  made,  there  is  still  need  for 
calling  attention  in  the  course  of  study  to  the  ineffectiveness  of  some 
types  of  learning  exercises,  such  as  games  that  lack  compelling  interest 
for  the  pupils. 

Relation  of  learning  exercises  to  local  conditions.  In  educational 
writing  and  discussions,  much  attention  is  given  to  the  effect  of  local 
conditions  on  curricula  and  courses  of  study.  The  work  of  the  school 
may  be  adjusted  to  local  needs  in  at  least  two  ways:  (1)  by  means  of 
"adaptations  of  objectives"  and  (2)  by  "adaptations  of  learning  exer- 
cises." The  distinction  between  these  two  types  of  adjustments  is  sel- 
dom made,  although  it  is  fundamental  to  any  consideration  of  adapta- 
tions of  school  work  to  particular  localities.  The  objectives  of  reading 
are  essentially  the  same  for  most  communities,  but  diverse  means  may 
be  used  in  different  communities  in  order  to  arrive  at  the  same  objec- 
tives. For  example,  the  reading  matter27  may  be  different  in  many 
respects  for  the  pupils  in  one  community  from  what  it  is  for  those  in 
another.  Because  a  community  is  the  home  of  a  famous  author  or  has 
local  scenes  or  characters  which  have  been  used  in  certain  stories,  some 
reading  matter  which  would  not  be  appropriate  elsewhere  may  be  so  in 
that  community.  Such  local  "atmosphere"  may  make  possible  also 
many  other  exercises,  such  as  a  visit  to  an  author's  home  or  a  talk  by 
an  author,  which  help  to  give  the  pupils  perceptual  experiences  that 
they  would  not  otherwise  have. 

Local  conditions  may  handicap  the  work  in  reading  as  well  as 
afford  advantages  such  as  those  just  mentioned.  The  presence  of  a 
large  foreign  element,  for  instance,  may  make  it  necessary  to  devise 

27The  material  selected  for  reading  so  largely  determines  the  nature  of  the  learning 
exercises  that  no  distinction  is  made  here  between  "adaptation  of  learning  exercises"  and 
"adaptation  of  reading  matter." 

[22] 


many  learning  exercises  that  are  suited  to  meet  the  unusual  situation. 
Thus,  the  content  of  the  reading  matter  might  be  different  in  order  to 
appeal  to  the  particular  interests  of  the  pupils,  to  emphasize  ideas  and 
ideals  that  demand  especial  attention  for  their  inculcation,  such  as 
American  ideals  of  liberty,  or  to  meet  other  needs. 

Giving  directions  for  work.28  Probably  next  in  importance  to  the 
learning  exercises  to  be  done  are  the  directions  for  doing  them  which 
the  teacher  gives  the  pupils.  Most  of  the  reading  activities  of  the  pupils 
must  be  carried  on  in  so-called  study  periods,  whether  these  be  parts  of 
recitation  periods  or  entirely  separate.  The  course  of  study  should  give 
suggestions  on  the  characteristics  of  good  assignments,  such  as  the  time 
of  making  and  the  goals  set  up.  Criteria  for  judging  assignments  may 
also  be  given,  as  well  as  some  examples. 

Motivating  pupil  activity.29  Motivation  in  reading  is  often  consid- 
ered only  in  relation  to  drill  work,  but  many  reading  exercises  that  are 
not  of  a  drill  nature  need  motivating.  Drill  work  is  motivated  more 
often  by  introduction  of  the  game  spirit  than  in  any  other  way.  Other 
reading  work  is  motivated  by  use  of  pictures,  dramatization,  questions, 
the  content  of  the  reading  matter  itself,  and  other  related  means.  The 
appropriateness  of  any  motivating  procedure  depends  upon  the  need 
for  motivation,  which  in  turn  depends  in  the  main  upon  the  reading 
objectives  to  be  attained,  the  type  of  reading  which  is  being  done  (that 
is,  comprehension  of  material  read  plus  memorization  so  that  it  can  be 
reproduced,  obtaining  information  for  the  purpose  of  solving  problems, 
and  so  forth),  the  age  and  interests  of  the  pupils,  and  the  nature  of  the 
reading  matter.  The  reading  course  of  study  should  give  many  good 
motivating  devices  in  connection  with  indicating  the  more  common 
needs  for  motivation  in  teaching  different  types  of  reading. 

There  is  also  a  negative  aspect  to  motivation.  Some  teachers  feel 
that  they  must  explicitly  motivate  every  learning  activity   of  pupils. 


28See: 

Odell,  Charles  W.  "The  assignment  of  lessons."  University  of  Illinois  Bulletin, 
Vol.  23,  No.  7,  Bureau  of  Educational  Research  Circular  No.  38.  Urbana:  University 
of  Illinois,  1925.  20  p. 

29Although  motivation  is  a  part  of  the  task  of  giving  directions  for  work,  it  is 
dealt  with  as  a  separate  topic  because  it  is  also  involved  in  the  devising  of  learning 
exercises,  in  giving  all  kinds  of  assistance,  and  in  remedial  instruction.  For  some  good 
suggestions,  see: 

Hoover,  J.  H.  "Motivated  drill  work  in  third-grade  silent  reading."  Twentieth 
Yearbook  of  the  National  Society  for  the  Study  of  Education,  Part  II.  Bloomington, 
Illinois:    Public  School  Publishing  Company,  1921,  p.  77-89. 

Odell,  Charles  W.   Op.  cit. 

[23] 


Such  a  procedure  often  results  in  what  is  known  as  "sugar  coating." 
Teachers  should  be  warned  against  this  abuse  of  motivation. 

Evaluating  pupil  achievements.30  The  course  of  study  should  help 
the  teacher  by  suggesting  methods  and  means  of  testing  reading  ability. 
These  suggestions  should  include  a  list  of  the  commercial  tests  that  are 
available  for  use  in  the  school  system  for  which  the  course  of  study  is 
written,  purposes  for  which  these  tests  should  be  used,  ways  of  making 
use  of  the  test  results,  and  possibly  some  other  information.  However, 
the  course  of  study  should  not  attempt  to  be  a  treatise  on  the  use  of 
standardized  tests.  The  making  and  use  of  more  or  less  informal  tests 
should  also  be  discussed  somewhat  in  detail. 

Measuring  pupil  progress  and  diagnosing  for  the  purposes  of  re- 
medial instruction  are  the  two  most  important  uses  to  be  made  of  tests 
and  test  results  by  the  classroom  teacher.  The  teacher  should  be  given 
some  suggestions  about  how  to  proceed  in  making  use  of  test  results, 
particularly  how  to  diagnose  pupils'  difficulties.  Yet  the  course  of  study 
should  not  go  into  too  much  detail.  It  may  be  supplemented  by  refer- 
ences to  good  treatises  on  the  subject. 

Giving  remedial  instruction.31  Remedial  instruction  should  always 
follow  diagnosis,  for  otherwise  the  diagnosis  does  not  serve  the  purpose 
for  which  it  is  made.  In  the  course  of  study  a  relatively  strong  empha- 
sis may  well  be  placed  upon  remedial  instruction,  for  it  is  of  great  im- 


30A  recent  development  is  a  series  of  booklets  containing  "Standard  test  lessons  in 
reading."  These  lessons  are  analogous  to  practice  tests  in  arithmetic.  The  authors  of 
the  booklets  are  McCall,  William  A.,  and  Crabbs,  Lelah  Mae.  They  are  published  by- 
Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York,  1925. 

Three  of  the  best  references  on  testing  in  reading  are  the  following: 

Monroe,  Walter  Scott,  DeVoss,  James  Clarence,  and  Kelly,  Frederick 
James.  Educational  Tests  and  Measurements  (Revised  Edition).  Boston:  Houghton 
Mifflin  Company,  1924,  p.  94-154. 

''Reading  tests,  standardized  and  informal."  Twenty-Fourth  Yearbook  of  the 
National  Society  for  the  Study  of  Education,  Part  I.  Bloomington,  Illinois:  Public 
School  Publishing  Company,  1925,  p.  233-74. 

"Reading  in  the  Saint  Cloud  Public  Schools — grades  one  to  six."  Saint  Cloud, 
Minnesota:    Board  of  Education,  1924.    162  p.  and  approximately  160  p.  of  tests. 

31The  two  most  recent  and  systematic  discussions  of  remedial  instruction  in  read- 
ing are: 

"Diagnosis  and  Remedial  Work."  Twenty-Fourth  Yearbook  of  the  National  Soci- 
ety for  the  Study  of  Education,  Part  I.  Bloomington,  Illinois:  Public  School  Publishing 
Company,  1925,  p.  275-89. 

Streitz,  Ruth.  "Teachers'  difficulties  in  reading  and  their  correctives."  Univer- 
sity of  Illinois  Bulletin,  Vol.  22,  No.  30,  Bureau  of  Educational  Research  Bulletin 
No.  23.    Urbana:    University  of  Illinois,  1925.    35  p. 

[24] 


portance.  A  good  way  for  the  course  of  study  to  help  the  teacher  is  to 
list  and  describe  the  types  of  reading  difficulties  which  frequently  occur 
along  with  ways  of  coping  adequately  with  them. 

Most  of  the  remedial  work  is  carried  on  in  study  periods  in  which 
the  teacher  directly  or  indirectly  assists  the  pupils:  directly,  by  answer- 
ing pupils'  questions,  telling  them  where  they  may  find  certain  mate- 
rials, and  the  like;  indirectly,  by  assigning  supplementary  exercises 
that  are  designed  to  help  the  pupils  overcome  certain  difficulties.  Reme- 
dial instruction  usually  should  take  on  the  form  of  indirect  assistance. 

By  reason  of  the  nature  of  the  difficulties  to  be  overcome,  most 
remedial  instruction  must  be  individual,  although  some  of  it  may  be 
carried  on  as  group  work.  All  of  the  assistance  that  a  teacher  gives  her 
pupils  is  essentially  "supervising  study."  Unless  a  school  system  has 
adopted  a  special  scheme  of  supervised  study,  such  as  the  Batavia 
Plan,  all  suggestions  on  supervising  study  may  well  be  taken  up  under 
the  general  topic  of  remedial  instruction.  But  if  a  particular  form  of 
supervised  study  is  in  use,  specific  directions  should  be  given  so  that  the 
instruction  in  reading  will  fit  in  with  the  formal  scheme.32 

The  recitation.33  The  recitation  is  a  complex  of  the  five  phases  of 
instruction  which  have  been  discussed  in  the  preceding  pages;  some- 
times one  predominates,  sometimes  another.  The  value  of  any  recita- 
tion period  is  largely  determined  by  the  success  of  the  teacher  in  choos- 
ing profitable  exercises  to  be  done.  A  decision  on  this  point  involves 
answers  to  a  multitude  of  questions,  such  as: —  When  should  the  reci- 
tation period  be  used  for  reading  in  unison?  When  should  all  read 
silently?  When  should  the  period  be  devoted  to  group  discussion? 
Should  the  recitation  period  be  used  for  drill  purposes?  For  giving  the 
pupils  added  perceptual  experiences?  For  pooling  information?  An- 
swers to  questions  like  these  naturally  vary  from  class  to  class  and  from 
grade  to  grade.  However,  it  is  true  in  general  that  as  advancement  is 
made,  the  recitation  period  represents  an  ever  decreasing  proportion  of 
the  time  devoted  to  reading  by  the  pupils,  drill  exercises  become  of  less 
importance,  and  discussion  types  of  exercises  increase  in  prominence. 
The  general  criterion  that  governs  what  should  be  done  in  the  recitation 


32For  a  critical  summary  of  investigations  in  this  field,  see: 

Brownell,  William  Arthur.  "A  study  of  supervised  study."  University  of 
Illinois  Bulletin,  Vol.  22,  No.  41,  Bureau  of  Educational  Research  Bulletin  No.  26. 
Urbana:    University  of  Illinois,  1925.    48  p. 

33For  several  good  examples  of  recitation  period  activities,  see: 

"Course  of  study — fifth  and  sixth  grades."  Los  Angeles,  California:  Board  of 
Education,  1924,  p.  97-124. 

[25] 


period  and  what  should  be  done  elsewhere  may  be  stated  thus:  Exer- 
cises that  can  be  done  as  well  without  as  with  the  active  and  immediate 
supervision  of  the  teacher  should  be  done  elsewhere  than  in  the  recita- 
tion period.  This  assumes  that  no  exercise  is  done  except  for  the  pur- 
pose of  attaining  some  specific  and  worthwhile  aim. 

The  course  of  study  in  reading  should  indicate  a  wide  variety  of 
ways  in  which  the  recitation  period  may  be  used,  along  with  their  rela- 
tive values,  giving  consideration  to  the  purposes  of  instruction  and  pupil 
development.  Some  general  discussion  will  no  doubt  be  desirable  and 
necessary,  but  some  of  the  most  effective  presentations  consist  chiefly  of 
rather  detailed  summaries  of  type  lessons,  with  pertinent  comments. 

Adaptation  of  teaching  procedures  to  individual  differences.34 
Aside  from  purely  administrative  schemes,  there  are  three  outstanding 
types  of  provisions  for  individual  differences  which  may  be  made: 
(1)  modifications  of  objectives,'  (2)  differentiations  in  reading  materials, 
and  (3)  modifications  of  teaching  procedures.  The  modifications  of  ob- 
jectives and  differentiations  in  reading  materials  should  be  indicated  in 
the  outline  of  specifications  which  is  given  in  the  introductory  section 
and  at  the  beginning  of  each  grade  section  of  the  course  of  study. 
These  provisions  are  discussed  previously  on  pages  19-20.  Modifications 
of  teaching  procedures  should  be  discussed  in  the  grade  sections  of  the 
course  of  study. 

It  seems  that  in  reading,  even  more  than  in  some  other  subjects,  there 
is  an  accentuation  of  disparity  in  pupils  as  they  progress  through  the 
grades,  so  that  there  is  additional  need  for  emphasizing  provisions  for 
individual  differences  in  the  upper  grades.  This  increase  in  individual 
differences  is  one  of  the  significant  reasons  for  separating  the  sugges- 
tions on  providing  for  them  under  the  various  grade  divisions  of  the 
course  of  study  instead  of  including  all  such  suggestions  under  one 
heading  in  the  introduction.  However,  because  of  the  gradual  way  in 
which  this  disparity  grows,  some  course-of-study  makers  have  found  it 


34See: 

Gray,  William  S.  "Individual  difficulties  in  silent  reading  in  the  fourth,  fifth  and 
sixth  grades."  Twentieth  Yearbook  of  the  National  Society  for  the  Study  of  Education, 
Part  II.    Bloomington,  Illinois:    Public  School  Publishing  Company,  1921,  p.  39-53. 

Herriott,  M.  E.  "Modifying  technique  of  instruction  for  gifted  children."  Uni- 
versity of  Illinois  Bulletin,  Vol.  23,  No.  18,  Bureau  of  Educational  Research  Circular 
No.  41.   Urbana:    University  of  Illinois,  1926.   20  p. 

"Provisions  for  individual  differences."  Twenty-Fourth  Yearbook  of  the  National 
Society  for  the  Study  of  Education,  Part  I.  Bloomington,  Illinois:  Public  School  Pub- 
lishing Company,  1925,  p.  227-32. 

The  reading  courses  of  study  for  the  Long  Beach,  California,  City  Schools,  1924. 

[26] 


desirable  to  group  suggestions  on  this  phase  of  teaching  for  two  or  three 
grades  at  a  time,  such  as  for  the  primary,  intermediate,  and  upper 
grades,  rather  than  to  make  a  different  section  on  individual  differences 
for  each  grade.  Others  have  met  this  situation  by  making  generous  use 
of  cross  references  from  grade  to  grade. 

III.  REFERENCES  FOR  THE  TEACHER35 

The  course  of  study  in  reading  should  have  appended  a  few  refer- 
ences that  in  the  opinion  of  the  course-of-study  makers  will  be  of  most 
value  to  teachers  of  reading.  This  should  not  be  an  extended  bibliog- 
raphy, but  should  contain  a  selected  list  of  references  that  will  be  of  im- 
mediate value  to  the  classroom  teacher.  Each  reference  should  be  an- 
notated in  order  that  the  teachers  will  find  the  list  readily  usable. 

Such  a  bibliography  should  include  titles  covering  the  more  im- 
portant phases  of  at  least  the  following:  (1)  methods  of  teaching,  (2) 
standards  of  attainment,  and  (3)  testing  and  remedial  instruction.  In 
addition  to  references  on  these  phases  of  instruction,  a  few  educational 
journals  that  frequently  contain  current  articles  on  the  teaching  of 
reading  should  be  included.  Also,  it  is  well  to  list  a  few  of  the  better 
reading  courses  of  study  with  brief  comments  on  what  is  of  most  worth 
in  each. 


3,One  of  the  most  complete  bibliographies  on  reading  is  to  be  found  in: 
Gray,  William  Scott.    "Summary  of  investigations  relating  to  reading."    Supple- 
mentary  Educational   Monographs,   No.   28.    Chicago:      University  of   Chicago,    1925, 
p.  219-70. 

[27] 


BIBLIOGRAPHY 
SELECTED  AND  ANNOTATED 

Introductory  statement.  This  bibliography  is  made  up  of  refer- 
ences that  have  been  selected  because  of  their  pertinence  to  the  work  of 
those  who  make  courses  of  study  in  reading.  No  attempt  has  been 
made  to  include  all  possible  references.  The  bibliography  is  divided 
into  five  groups:  first,  general  references  on  curriculum  and  course  of 
study  making;  second,  books  and  articles  on  methods  of  teaching  read- 
ing; third,  reading  courses  of  study;  fourth,  references  on  testing  and 
standards  of  achievement;  and  fifth,  reports  of  investigations  and  mis- 
cellaneous references. 

1.  General  References  on  Curriculum  and 
Course  of  Study  Making 

Bobbitt,  Franklin.   How  to  Make  a  Curriculum.    Boston:    Houghton 

Mifflin  Company,  1924,  p.  1-75. 

This  is  a  report  of  the  work  on  revising  the  curriculum  in  Los  Angeles,  which 
Dr.  Bobbitt  directed  over  a  period  of  two  years. 

Caldwell,  Otis  W.   "Types  and  principles  of  curricular  development," 

Teachers  College  Record,  24:326-37,  September,  1923. 

Speech  delivered  at  meeting  of  the  Department  of  Superintendence  of  the  National 
Education  Association  at  Cleveland,  February  28,  1923.  Outlines  the  methods  and  results 
of  two  types  of  curricular  investigations  and  states  certain  principles  for  use  in  reorgan- 
izing school  subjects  of  study. 

Charters,  W.  W.  Curriculum  Construction.  New  York:  The  Mac- 
millan  Company,  1923,  p.  3-168. 

This  portion  of  the  book  gives  a  good  background  theory  of  curriculum  construc- 
tion and  presents  Dr.  Charters'  own  point  of  view. 

McMurry,  Charles  A.  How  to  Organize  the  Curriculum.  Xew  York: 
The  Macmillan  Company,  1923.   358  p. 

The  curriculum  is  discussed  in  terms  of  projects,  type  studies,  and  large  units  of 
study.  A  suggested  curriculum  of  large  teaching  units  is  given,  covering  the  fields  of 
geography,  history,  science,  and  literature. 

Monroe,  Walter  S.  "Making  a  course  of  study."  University  of  Illi- 
nois Bulletin,  Vol.  23,  Xo.  2,  Bureau  of  Educational  Research  Cir- 
cular No.  35.   Urbana:   University  of  Illinois,  1925.   35  p. 

This  circular  presents  the  best  present  day  ideas  on  general  make-up  of  courses 
of  study,  the  way  to  go  about  making  a  course  of  study,  and  the  benefits  to  be  derived 
from  such  work.  A  lengthy  bibliography  on  curriculum  and  course-of-study  making 
is  included. 

[28] 


Threlkeld,  A.  L.  "Curriculum  revision:  how  a  particular  city  may 
attack  the  problem,"  Elementary  School  Journal,  25:573-82,  April, 
1925. 

This  is  a  report  of  the  method  of  attack  used  in  Denver,  Colorado. 

Wilson,  H.  B.  "The  course  of  study  in  the  work  of  the  modern  school," 
Course  of  Study  Monographs,  Introductory.  Berkeley,  California: 
Board  of  Education,  1921.    14  p. 

"Introductory  to  all  (Berkeley)  Courses  of  Study  presenting  the  general  point  of 
view  which  has  guided  the  formulation  of  the  detailed  courses  in  all  subjects  for  the 
various  schools."    (Introductory  Note.) 

"The  elementary  school  curriculum."  Second  Yearbook  of  the  Depart- 
ment of  Superintendence.  Washington:  Department  of  Superin- 
tendence of  the  National  Education  Association,  1924.    269  p. 

A  fair  presentation  of  the  elementary  curriculum  situation  in  the  United  States 
in  1923  is  given. 

"Facts  on  the  public  school  curriculum."  Research  Bulletin  of  the  Na- 
tional Education  Association,  Vol.  I,  No.  5.  Washington:  Research 
Division  of  the  National  Education  Association,  1923,  p.  310-50. 

This  bulletin  furnishes  good  source  material  on  time  allotments,  statutory  require- 
ments, grade  combinations  of  subjects,  and  other  pertinent  matters. 

"Keeping  pace  with  the  advancing  curriculum."  Research  Bulletin  of 
the  National  Education  Association,  Vol.  3,  Nos.  4  and  5.  Wash- 
ington: Research  Division  of  the  National  Education  Association, 
1925,  p.  107-92. 

This  bulletin  makes  an  intensive  survey  of  the  curriculum  advances  that  are  being 
made  in  the  United  States.    It  is  crowded  with  facts  and  helpful  suggestions. 

2.  Methods  of  Teaching  Reading. 

Anderson,   Charles  J.,  and  Davidson,   Isobel.     Reading  Objectives. 

New  York:    Laurel  Book  Company,  1925.    408  p. 

The  purposes  of  this  book  are  "(1)  to  set  forth  the  objectives  of  reading  and  of 
reading  instruction,  and  (2)  to  point  out  how  these  objectives  may  be  realized  through 
a  proper  interpretation  and  practical  application  of  the  findings  of  research  in  the  field 
of  reading."    (P.  VII  of  the  preface.) 

Herriott,  M.  E.  "Modifying  technique  of  instruction  for  gifted  chil- 
dren." University  of  Illinois  Bulletin,  Vol.  23,  No.  18,  Bureau  of 
Educational  Research  Circular  No.  41.  Urbana:  University  of 
Illinois,  1926.    17  p. 

Six  modifications  of  learning  exercises  and  three  modifications  in  the  directing  of 
the  doing  of  learning  exercises  are  given  as  a  result  of  considering  the  factors  involved 
in  modifying  technique  of  instruction. 

[29] 


Germane,  Charles  E.,  and  Germane,  Edith  Gayton.  Silent  Reading: 
A  Handbook  for  Teachers.  Chicago:  Row,  Peterson  and  Com- 
pany, 1922.   383  p. 

The  methods  presented  here  are  based  chiefly  on  experimental  evidence.  This, 
book  is  an  intensive  treatment  of  silent  reading. 

Huey,  Edmund  Burke.    The  Psychology  and  Pedagogy  of  Reading.. 

New  York:   The  Macmillan  Company,  1908.  469  p. 

Although  one  of  the  first  books  with  the  modern  point  of  view,  this  is  still  a 
standard  reference.  The  book  is  divided  into  four  parts,  dealing  respectively  with  the 
psychology  of  reading,  the  history  of  reading  and  reading  methods,  the  pedagogy  of 
reading,  and  the  hygiene  of  reading. 

Leonard,  Sterling  Andrus.    Essential  Principles  of  Teaching  Reading 

and  Literature.    Philadelphia:    J.   B.  Lippincott  Company,    1922.. 

460  p. 

The  chief  emphasis  is  on  the  teaching  of  literature.  Many  excellent,  practical 
helps  are  given. 

MacClintock,  Porter  Lander.  Literature  in  the  Elementary  SchooL 
Chicago:  University  of  Chicago  Press,  1908.   305  p. 

This  book  does  for  the  teaching  of  literature  in  the  elementary  school,  particularly 
the  lower  and  intermediate  grades,  very  much  what  Leonard's  book  does  for  the  upper 
grades  and  high  school.    The  point  of  view  is  its  most  important  contribution. 

O'Brien,  John  A.  Silent  Reading.  New  York:  The  Macmillan  Com- 
pany, 1921.  290  p. 

Studies  of  the  factors  affecting  the  speed  of  reading  are  excellently  summarized.. 
Methods  and  results  of  a  training  experiment  to  increase  speed  are  given. 

Pennell,  Mary  E.,  and  Cusack,  Alice  M.    How  to  Teach  Reading. 

Boston:    Houghton  Mifflin  Company,  1923.   298  p. 

Particularly  valuable  because  of  the  many  practical  helps,  as  the  title  implies.  It 
is  most  valuable  to  teachers  in  the  kindergarten  and  first  three  grades. 

Stone,  Clarence  R.    Silent  and  Oral  Reading.    Chicago:    Houghton 

Mifflin  Company,  1922.   306  p. 

The  author  takes  what  might  be  called  a  common  sense  view  of  reading  that 
tempers  his  use  of  the  results  of  scientific  investigations.  Although  a  very  helpful  book 
in  a  practical  way,  its  greatest  value  lies  in  the  author's  refreshing  point  of  view. 

Watkins,  Emma.   How  to  Teach  Reading  to  Beginners.    Philadelphia:: 
J.  B.  Lippincott  Company,  1922.    133  p. 
This  is  a  book  filled  chiefly  with  learning  exercises  to  be  used  by  primary  teachers. 

Wheat,  Harry  Grove.  The  Teaching  of  Reading;  A  Textbook  of  Prin- 
ciples and  Methods.    Boston:    Ginn  and  Company,  1923.    346  p. 

The  author  presents  the  "significant  results  of  the  recent  scientific  investigations 
of  reading"  and  a  '"somewhat  explicit  statement  of  the  underlying  principles,  the  aims, . 
and  the  important  outcomes  of  .  .  .  reading  for  the  various  grades." 

[30] 


"Silent  reading:  suggestions  for  testing  and  corrective  work."  Maryland 

School  Bulletin,  Vol.  5,  No.  11.    Baltimore:    State  Department  of 

Education,  1924.   88  p. 

Many  helpful  suggestions,  devices  and  materials  for  use  in  remedial  work  in 
reading  are  given. 

3.  Courses  of  Study  in  Reading 

"Course  of  study,  public  schools,  Baltimore  County,  Maryland,  Grades 
I-VIII."   Baltimore:    Warwick  and  York,  1921,  p.  1-82. 

The  reading  materials,  methods,  and  results  to  be  obtained  are  carefully  outlined 
for  each  grade. 

"Course  of  study — fifth  and  sixth  grades."  Los  Angeles,  California: 
Board  of  Education,  1924,  p.  93-136. 

Particularly  valuable  for  its  list  of  suggested  activities  and  the  concrete  suggestions 
for  teaching  various  kinds  of  lessons.  It  is  probable  that  there  are  equally  valuable 
courses  of  study  for  other  grades  by  this  time. 

"English — course  of  study  for  grades  four,  five,  and  six."  Baltimore, 
Maryland:    Department  of  Education,  1924,  p.  65-118. 

Very  helpful  in  its  discussion  of  the  purposes  of  reading  in  these  grades.  Good 
classified  lists  of  literary  readings  are  provided. 

"Long  Beach  City  Schools  course  of  study."  Long  Beach,  California: 
Board  of  Education,  1924.  (Separate  monographs  for  the  first  six 
grades,  having  approximately  30  pages  each.) 

These  course-of-study  monographs  are  especially  good  in  making  provisions  for 
individual  differences  and  in  showing  what  the  course  of  study  can  do  by  way  of 
directing  teachers  in  the  use  of  the  textbook. 

"Reading  and  literature — elementary  course  of  study."  Trenton,  New 
Jersey:    Board  of  Education,  1924.    169  p. 

Especially  useful  because  of  the  long  lists  of  reading  materials  and  the  analyses 
of  reading  textbooks. 

"Reading — composition — literature — spelling — handwriting — course     of 
study  for  kindergarten  and  grades  one,  two,  and  three."   Baltimore, 
Maryland:    Department  of  Education,  1924,  p.  9-33,  48-60. 
Many  good  suggestions  tersely  put.    Good  lists  of  reading  materials. 

"Reading  in  the  Saint  Cloud  Public  schools — grades  one  to  six."  Saint 
Cloud,  Minnesota:  Board  of  Education,  1924.  162  p.  (160  addi- 
tional pages  of  tests.) 

This  is  probably  the  most  elaborate  course  of  study  in  reading  yet  produced.  It 
is  replete  with  teaching  helps  and  discussions  of  the  nature  of  the  reading  process. 


[31] 


4.  Testing  and  Standards  of  Achievement 

Doherty,  Margaret,  and  MacLatchy,  Josephine.  "Bibliography  of 
educational  and  psychological  tests  and  measurements."  U.  S. 
Bureau  of  Education  Bulletin,  1923,  No.  55.  Washington,  1924 
233  p. 

This  bibliography  gives  not  only  the  tests  but  a  rather  complete  list  of  references 
that  discuss  the  particular  tests,  the  uses  of  tests  in  general,  and  the  uses  of  tests 
according  to  types  of  schools. 

Finch,  Charles  E.  "Junior-high-school  study  tests,"  School  Review, 
28:220-26,  March,  1920. 

The  study  tests  used  in  Rochester,  New  York,  in  diagnosing  reading  and  study 
habits  of  pupils  are  described. 

McCall,  William  A.,  and  Crabbs,  Lelah  Mae.    Standard  Test  Les- 
sons in  Reading.   New  York:    Teachers  College,  Columbia  Univer- 
sity, 1925.    One  book,  each  of  ninety-four  lessons,  for  each  grade 
of  the  elementary  school. 
These  test  lessons  are  analogous  to  the  well-known  practice  tests  in  arithmetic. 

Monroe,  Walter  S.  "A  critical  study  of  certain  silent  reading  tests." 
University  of  Illinois  Bulletin,  Vol.  19,  No.  22,  Bureau  of  Educa- 
tional Research  Bulletin  No.  8.  Urbana:  University  of  Illinois, 
1922.   52  p. 

The  report  furnishes  data  on  the  reliability  and  validity  of  several  reading  tests 
for  the  purpose  of  helping  the  users  of  the  tests  in  this  field  to  make  an  intelligent 
selection  of  them. 

Monroe,  Walter  Scott,  DeVoss,  James  Clarence,  and  Kelly,  Fred- 
erick James.  Educational  Tests  and  Measurements.  (Revised  Edi- 
tion) Boston:  Houghton  Mifflin  Company,  1924,  p.  94-154, 
417-30,  469-86. 

The  structure,  uses,  and  limitations  of  most  of  the  standardized  tests  in  reading 
are  discussed  in  the  sections  referred  to.  The  general  theory  of  testing  is  discussed  and 
practical  suggestions  made.  An  excellent  bibliography  on  testing  in  arithmetic  is  given 
on  pages  152-54. 

Odell,  Charles  Wt.  "Educational  tests  for  use  in  elementary  schools, 
revised."  University  of  Illinois  Bulletin,  Vol.  22,  No.  16,  Bureau 
of  Educational  Research  Circular  No.  33.  Urbana:  University  of 
Illinois,  1924.    22  p. 

An  annotated  bibliography  of  tests  that  are  now  available.  'Tests  that  are  known 
to  be  distinctly  unsatisfactory  are  omitted."  Norms  are  available  for  most  of  the  tests 
listed.  The  bibliography  is  preceded  by  a  brief  discussion  of  the  characteristics  and 
use  of  tests. 

[32] 


Bureau  of  Cooperative  Research,  Indiana  University  (Compiled  by). 
"First  revision  of  bibliography  of  educational  measurements."  Bul- 
letin of  the  School  of  Education,  Vol.  1,  No.  5.  Bloomington,  In- 
diana:   Indiana  University,  1925.    147  p. 

'This  bibliography  is  compiled  for  the  double  purpose  of  listing  all  efforts,  so  far 
as  they  have  come  to  our  attention,  which  have  been  made  in  the  United  States  to 
develop  achievement  tests,  and  of  giving  a  brief  description  of  each  test,  including  in 
the  description  not  only  an  analysis  of  the  test  and  its  purpose  but  also  available 
information  concerning  the  range  of  the  test,  administration  cost  of  the  test  in  money 
and  in  time,  information  as  to  the  time  of  year  in  which  it  was  standardized,  the 
publisher  of  the  tests,  and  the  date  of  publication."    (From  foreword  of  first  edition.) 

5.  Reports  of  Investigations  and  Miscellaneous 
References 

Beauchamp,   Wilbur   L.     "Supervised   study   in   elementary    physical 

science,"  School  Review,  32:  175-81,  March,  1924. 

Types  of  errors  in  reading  are  reported  and  suggestions  made  concerning  their 
diagnosis  and  correction. 

Burbank,  E.  D.    "Phonetics  in  the  elementary  grades  for  teachers  of 

normal    children,"      Volta    Review,    22:113-16,    217-20,    274-78, 

323-27,  March,  April,  May,  June,  1920. 

The  science  of  phonics  is  discussed  "in  a  form  that  will  make  it  available  for 
teachers  of  the  primary  grades." 

Buswell,  Guy  Thomas.    "Fundamental   reading  habits:    a   study  of 

their  development."    Supplementary  Educational  Monographs,  No. 

21.   Chicago:    University  of  Chicago,  1922.    150  p. 

The  results  of  significant  studies  of  fundamental  reading  habits,  methods  of  teach- 
ing beginning  reading,  and  individual  variations  in  reading  habits  are  reported. 

Gates,  Arthur  I.   "The  psychology  of  reading  and  spelling."   Teachers 

College  Contributions  to  Education,  No.  129.  New  York:  Teachers 

College,  Columbia  University,  1922.    108  p. 

The  results  of  detailed  investigations  to  determine  the  nature  of  specific  difficulties 
in  reading  and  spelling  are  presented  and  a  remedy  for  each  is  given. 

Germane,  Charles  E.    "The  value  of  the  corrected  summary  as  com- 
pared with  the  re-reading  of  the  same  article,"  Elementary  School 
Journal,  21:461-64,  February,  1921. 
The  methods  and  results  of  an  experiment  in  Grades  V  to  IX  are  reported. 

Germane,  Charles  E.  "The  value  of  the  written  paragraph  summary," 

Journal  of  Educational  Research,  3:116-23,  February,  1921. 

The  results  of  a  study  of  the  value  of  a  written  paragraph  summary  as  compared 
with  re-reading  are  reported. 

[33] 


Germane,  Charles  E.  "The  value  of  the  controlled  summary  as  a 
method  of  studying,"  School  and  Society,  13:730-32,  June,  1921. 

Reports  the  results  of  an  experiment  with  seventh  and  eighth-grade  pupils  to 
determine  the  relative  value  of  answering  questions  and  of  re-reading  for  the  same  period 
of  time. 

Gray,  Clarence  Truman.  Deficiencies  in  Reading  Ability.  New  York: 
D.  C.  Heath  and  Company,  1922.   420  p. 

Summaries  of  reading  investigations,  methods  of  diagnosing  reading  deficiencies, 
and  remedial  devices  are  given. 

Gray,  Clarence  Truman.  "The  anticipation  of  meaning  as  a  factor  in 
reading  ability,"  Elementary  School  Journal,  23:614-26,  April, 
1923.  " 

A  series  of  experiments  to  show  the  place  and  function  in  reading  of  the  anticipa- 
tion of  meaning  are  summarized. 

Gray,  William  Scott.  "A  summary  of  investigations  relating  to  read- 
ing." Supplementary  Educational  Monographs,  No.  28.  Chicago: 
University  of  Chicago,  1925.   275  p. 

This  is  a  very  systematic  and  exhaustive  summary.  Consequently  it  is  a  most 
valuable  source  book  of  investigations  relating  to  reading.  There  is  an  annotated  bibli- 
ography of  436  titles. 

Gray,  William  Scott,  with  the  cooperation  of  Kibbe,  Delia,  Lucas, 
Laura,  and  Miller,  Lawrence  William.  "Remedial  cases  in 
reading,  their  diagnosis  and  treatment."  Supplementary  Educa- 
tional Monographs,  No.  22.  Chicago:  University  of  Chicago,  1922. 
208  p. 

Of  a  practical  nature  because  of  the  actual  cases  reported,  the  excellent  analysis 
of  causes,  and  the  remedial  measures  described. 

Hilliard,  George  Horatio.  "Probable  types  of  difficulties  underlying 
low  scores  in  comprehension."  University  of  Iowa  Studies  in  Edu- 
cation, Vol.  2,  No.  6.   Iowa  City:  University  of  Iowa,  1924.   60  p. 

A  summary  of  investigations  concerning  difficulties  in  comprehension,  followed 
by  the  results  of  studies  of  relation  of  six  abilities  to  reading. 

James,  M.  Elizabeth.  "Using  the  results  of  measurement  in  reading  in 
training  student-teachers,"  Elementary  School  Journal,  23 :  190-96. 
November,  1922. 

A  procedure  adopted  to  improve  the  comprehension  of  third-grade  pupils  is 
described. 

[34] 


Judd,  Charles  Hubbard,  and  Buswell,  Guy  Thomas.  "Silent  read- 
ing: a  study  of  the  various  types."  Supplementary  Educational 
Monographs,  No.  23.   Chicago:  University  of  Chicago,  1922.  160  p. 

The  effect  on  reading  habits  of  changes  in  the  content  and  purpose  of  reading  are 
.discussed,  analytical  study  is  distinguished  from  reading,  and  characteristic  eye-move- 
ments in  reading  foreign  languages  are  described. 

Marks,  Hannah.  "An  experiment  in  teaching  beginning  reading  in  a 
socially  organized  classroom,"  Journal  of  Educational  Method, 
3:360-67,  May,  1924. 

The  results  of  teaching  a  first-grade  class  to  read  silently  for  meaning  are  reported. 
Many  supplementary  devices. 

Merton,  Elda  L.  "The  discovery  and  correction  of  reading  difficulties." 
Second  Yearbook  of  the  Department  of  Elementary  School  Prin- 
cipals, Vol.  2,  No.  4.  Washington:  Department  of  Elementary 
School  Principals  of  the  National  Education  Association,  1923, 
p.  346-63. 

Methods  of  administering  remedial  instruction  in  the  classroom  are  described. 

Monroe,  Walter  S.  "Types  of  learning  required  of  pupils  in  the 
seventh  and  eighth  grades  and  in  the  high  school."  University  of 
Illinois  Bulletin,  Vol.  19,  No.  15,  Bureau  of  Educational  Research 
Bulletin  No.  7.   Urbana:  University  of  Illinois,  1921.    16  p. 

Twelve  types  of  textbook  study,  or  purposes  for  which  pupils  read,  are  dis- 
tinguished. Teachers'  opinions  as  to  the  prevalence  in  various  school  subjects  and  the 
relative  difficulties  of  these  various  types  of  study  are  reported. 

Monroe,  Walter  S.,  and  Johnston,  Nell  Bomar.  "Reporting  educa- 
tional research."  University  of  Illinois  Bulletin,  Vol.  22,  No.  38, 
Bureau  of  Educational  Research  Bulletin  No.  25.  Urbana:  Univer- 
sity of  Illinois,  1925.  63  p. 

Most  of  the  principles  relating  to  the  reporting  of  educational  research  are  appli- 
cable to  the  writing  of  a  course  of  study.  This  bulletin  will  be  of  real  assistance  to  the 
one  who  does  the  actual  writing  of  a  course  of  study. 

Monroe,  Walter  S.,  and  Mohlman,  Dora  Keen.  "Errors  made  by 
high-school  students  in  one  type  of  textbook  study,"  School  Review, 
31:36-47,  January,  1923. 

This  presents  a  study  of  the  errors  made  by  high-school  students  in  one  type  of 
textbook  study,  "comprehension  of  material  read  plus  memorization  so  that  it  can  be 
reproduced."  An  analysis  of  the  causes  of  errors  is  made  and  remedial  measures  are 
suggested. 

[35] 


Streitz,  Ruth.  "Teachers'  difficulties  in  reading  and  their  correctives." 
University  of  Illinois  Bulletin,  Vol.  22,  Xo.  30.  Bureau  of  Educa- 
tional Research  Bulletin  Xo.  23.  Urbana:  University  of  Illinois, 
1925.  35  p. 

A  distinction  is  made  between  teachers'  difficulties  and  pupils'  difficulties.  Twenty- 
six  difficulties  are  listed  and  correctives  that  are  in  actual  successful  use  are  given 
for  each. 

Terry.  Paul  YV.  'The  reading  problem  in  arithmetic,"  Journal  of  Edu- 
cational Psychology,  12:365-77,  October,  1921. 

Laboratory  studies  with  adult  subjects  were  made  to  determine  the  methods 
used  in  reading  problems  in  arithmetic.   The  results  are  presented. 

L  hl,  \\  illis  L.  "Scientific  determination  of  the  content  of  the  ele- 
mentary school  course  in  reading."  University  of  Wisconsin  Studies 
in  Social  Sciences  and  History,  Xo.  4.  Madison:  University  of 
Wisconsin,  1921.    152  p. 

Reports  the  results  of  critical  studies  made  of  the  selections  in  school  readers. 
Lists  of  desirable  qualities  of  selections  for  each  grade  are  given. 

Yogel.  Mabel,  Jaycox,  Emma,  and  Washburxe,  Carletox  W.  "A 
basic  list  of  phonics  for  Grades  I  and  II."  Elementary  School  Jour- 
nal, 23:436-43,  February,  1923. 

The  methods  and  the  results  of  a  study  to  determine  the  most  frequently  recurring 
phonetic  elements  in  Grades  I  and  II  are  reported. 

\\  ilsox,  Estalixe.  "Improving  the  ability  to  read  arithmetic  prob- 
lems," Elementary  School  Journal,  22:380-86,  January,  1922. 

The  methods  and  the  results  of  training  sixth-grade  pupils  to  read  arithmetic 
problems  are  reported. 

Winch,  W.  H.  ''Teaching  beginners  to  read  in  England:  its  methods, 
results,  and  psychological  bases."  Journal  of  Educational  Research 
Monographs,  Xo.  8.  Bloomington,  Illinois:  Public  School  Publish- 
ing Company,   1925.    185  p. 

The  author  makes  a  critical  analysis  and  experimental  comparison  of  the  phonic, 
look-and-say,  syllabic  or  alphabetic,  and  phonoscript  methods  of  teaching  beginning 
reading. 

Zirbes,  Laura.  "Diagnostic  measurement  as  a  basis  for  procedure," 
Elementary  School  Journal,  18:505-22,  March,  1918. 

Fundamental  principles  of  reading  are  discussed  and  ten  types  of  "individuated 
instruction"  are  described.  The  results  of  instruction  adapted  to  individual  needs  are 
given. 


[36] 


"A  few  facts  about  phonetics."   New  York:  Ginn  and  Company,  1915. 

12  p. 

An  analysis  of  2,396  words  was  made  to  determine  the  common  phonetic  elements. 
The  results  are  discussed. 

"New  materials  of  instruction."    Nineteenth  Yearbook  of  the  National 
Society  for  the  Study  of  Education,  Part  I.    Bloomington,  Illinois: 
Public  School  Publishing  Company,  1920,  p.  20-57. 
The  chapters  referred  to  have  the  following  titles:    "Reading  exercises  based  on 
children's  experiences,"  "Reading  for  children  in  non-English-speaking  families,"  "Read- 
ing for  non-English-speaking  adults,"  "Tests  in   reading  as   part  of  classroom   routine," 
and  "Reading  instructions  for  college  students." 

On  minimum  essentials:  Fourteenth  Yearbook  of  the  National  Society 
for  the  Study  of  Education,  Part  I;  Sixteenth  Yearbook,  Part  I; 
Seventeenth  Yearbook,  Part  I;  and  Eighteenth  Yearbook,  Part  II. 
Bloomington,  Illinois:  Public  School  Publishing  Company,  1915, 
1917,  1918,  1919. 

These  are  reports  on  economy  of  time  and  minimal  essentials  in  elementary  school 
subjects.  The  discussions  furnish  a  background  for  such  provisions  in  courses  of  study. 
Some  concrete  material  and  suggestions  are  also  provided. 

"Report  of  the  national  committee  on  reading."  Twenty-Fourth  Year- 
book of  the  National  Society  for  the  Study  of  Education,  Part  I. 
Bloomington,  Illinois:  Public  School  Publishing  Company,  1925. 
357  p. 

This  is  a  most  important  and  valuable  assembly  of  the  best  present  day  educa- 
tional opinions  with  regard  to  reading  as  an  elementary-school  subject.  Much  usable 
material  has  been  brought  together. 

"Report  of  the  Society's  committee  on  silent  reading."  Twentieth  Year- 
book of  the  National  Society  for  the  Study  of  Education,  Part  II. 
Bloomington,  Illinois:  Public  School  Publishing  Company,  1921. 
172  p. 

This  yearbook  embodies  a  great  deal  of  immediately  usable  classroom  material. 


[37] 


